Collaborative Inquiry: MCTI Applied Research Model

MCTI is an applied research, training, and education institute which utilizes a “Collaborative Inquiry” research model allowing us to engage in research WITH, rather than ON, our partners. To better protect the privacy of both the teams, and individuals, within the MCTI community, we have adopted the New Zealand Kaupapa Māori engagement principles of initiation, benefits, representation, legitimation, and accountability [23].

Observation Stage: Observing a Novel Phenomenon and research initiation.

Through ongoing engagements and observations of our partner teams, we often encounter emergent issues facing the team’s human factors. Once the issue is identified and seen to be both emergent and in need of investigation, we will author a “Green Paper.”

Green Paper: Ideation and Representation Stage

A Green Paper is an initial description of an emergent issue or opportunity facing MCTs which we author and distribute to the MCTI community to determine if the issue warrants further investigation. A green paper is typically released utilizing the “unfinished principle” to encourage maximum engagement from the MCTI community.

Gray Paper: Legitimation and Accountability Stage

After receiving feedback from the MCTI community and engaging in rigorous academic research, MCTI will transition the Green Paper into a Gray Paper. This is our method for peer review to ensure that the community (which includes team members, academics, and subject matter experts) has an opportunity for final comments or objections. Once those comments are captured and validated, the paper is turned into a White Paper.

White Paper: Final Stage

The final paper is then reformatted into a white paper and distributed to the teams, such as our Residue article.

In cases where our teams are public-facing, or wish to share the research, we will also partner with them to formally publish our findings, such as:

A Better Approach to After-Action Reviews, Angus Fletcher, Preston B. Cline, and Matthew Hoffman, Harvard Business Review, January 12, 2023

A Novel Framework for Routine Versus Critical Communication in Surgical Education—Don’t Take It Personally, Falk, David MD; Cline, Preston EdD; Donegan, Derek MD, MBA; Mehta, Samir MDJournal of the American Academy of Orthopaedic Surgeons 31(3):p 115-121, February 1, 2023. | DOI: 10.5435/JAAOS-D-22-00912

Update the Curriculum

The information in the White Paper is then reformatted into the curriculum we teach within our MCTI courses which allows us to constantly update our curriculum based on emergent findings from the teams themselves. Our goal is to update modules within our curriculum every 6 to 12 months in order to provide teams with the tools they will need “on Monday.”

Research Distribution

The final step in our process is to record an interview with the authors on our podcast called the MCTI “Teamcast,” where we discuss and explain our ongoing research to the general public.

  • DETECTION

    DETECTION

    The human brain is constantly engaged in unconscious threat detection. Effective training can increase the speed and accuracy of that detection system.

  • RECOGNITION

    RECOGNITION

    Recognizing emerging threats in complex environments requires more precise pattern recognition and greater cortical authority.

  • REACTION

    REACTION

    To override our inherent fight, flight, freeze response we need to develop intentional automated motor skills. To do this requires the refinement of technique through perfect practice.

  • RESPONSE

    RESPONSE

    To sustainably and successfully navigate radical change events Operators require the cortical authority to rapidly transition between reaction and response. Response is the ability to think while acting.

  • RECOVERY

    RECOVERY

    Individuals and teams that can’t find a way to recover after loss will be unable to sustain high performance.

MCTI © 2023

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